1. Teacher Leader Academy Best Practices in Responsive Teaching Differentiated Instruction Building a Systemic & Sustainable Professional Development From the Ground Up Sarah Booth Riss Merlene Gilb Tom Havrilka Webster Groves School District Show-Me Conference March, 2009
8. WHO IS IT? “ People in a school community are involved in one another’s lives, and sometimes we forget about the importance of the way they interrelate with one another and how that makes a difference in a way learning takes place. This is about not forgetting the people.” Barbra Schneider Univ. of Chicago “Trusting School Community Linked to Student Gains”
24. Michael Fullan "Never a checklist, always complexity. There is no step-by-step shortcut to transformation;”
25. WHO IS IT? “ People in a school community are involved in one another’s lives, and sometimes we forget about the importance of the way they interrelate with one another and how that makes a difference in a way learning takes place. This is about not forgetting the people.” Barbra Schneider Univ. of Chicago “Trusting School Community Linked to Student Gains”
26. Teacher Leader Academy – Best Practices in Responsive Teaching (Differentiation) www.webster.k12.mo.us/rtdi
35. Respecting Individuals Owning Student Success Building Community Providing High Quality Curriculum Creating Varied Avenues to Learning Asseing to Inform Instructionj Sharing Responsibility for Teaching and Learning Implementing Flexible Classroom Routines
38. WHO IS IT? “ People in a school community are involved in one another’s lives, and sometimes we forget about the importance of the way they interrelate with one another and how that makes a difference in a way learning takes place. This is about not forgetting the people.” Barbra Schneider Univ. of Chicago “Trusting School Community Linked to Student Gains”
44. WHO IS IT? “ People in a school community are involved in one another’s lives, and sometimes we forget about the importance of the way they interrelate with one another and how that makes a difference in a way learning takes place. This is about not forgetting the people.” Barbra Schneider Univ. of Chicago “Trusting School Community Linked to Student Gains”
Educational change depends on what teachers do and think - it is as simple and complex as that. The conditions for teaching appear to have deteriorated - stress and alienation and the intensification of teacher's work, is at an all time high. Teachers look first to other teachers in such times for sources of help and their greatest rewards come from, those moments when they feel their students have learnt something, and from respect from their fellow teachers. Too often teachers work in isolation increasingly feeling frustrated and burnt-out with imposed curriculum and accountability demands. Change is needed to develop schools as Learning Communities. Collegiality provides the best starting point in the process of teacher regeneration. 'Moving' or 'learning enriched' schools are what Fullan calls 'professional learning communities'. Teaching needs to be seen as a collective rather than an individual enterprise. This is the reason why it means it is easier to teach in some schools than others. Successful schools enforce, through moral obligations, consistent standards and they are more likely to trust and value others and ask for and share expertise. This is what makes such schools more easy to teach, and learn to teach better in, than others. Teachers in such schools are less likely to uncritically conform to imposed ideas. They have developed the capacity to self reflect, to examine student performance and act on their own understandings. Effective teachers, Fullan states. account for 30% of the variance of student progress. There are three areas of importance to be effective: teaching skills; classroom climate; and professional characteristics such as, holding high expectations, a passion for improving, holding people accountable and team work. Real pupil improvement Fullan states comes from the 'power' of having 'three good teachers in a row'. To achieve such change requires reculturing the teaching profession as Fullan believes that there are few schools that currently could be called true learning communities.
Educational change depends on what teachers do and think - it is as simple and complex as that. The conditions for teaching appear to have deteriorated - stress and alienation and the intensification of teacher's work, is at an all time high. Teachers look first to other teachers in such times for sources of help and their greatest rewards come from, those moments when they feel their students have learnt something, and from respect from their fellow teachers. Too often teachers work in isolation increasingly feeling frustrated and burnt-out with imposed curriculum and accountability demands. Change is needed to develop schools as Learning Communities. Collegiality provides the best starting point in the process of teacher regeneration. 'Moving' or 'learning enriched' schools are what Fullan calls 'professional learning communities'. Teaching needs to be seen as a collective rather than an individual enterprise. This is the reason why it means it is easier to teach in some schools than others. Successful schools enforce, through moral obligations, consistent standards and they are more likely to trust and value others and ask for and share expertise. This is what makes such schools more easy to teach, and learn to teach better in, than others. Teachers in such schools are less likely to uncritically conform to imposed ideas. They have developed the capacity to self reflect, to examine student performance and act on their own understandings. Effective teachers, Fullan states. account for 30% of the variance of student progress. There are three areas of importance to be effective: teaching skills; classroom climate; and professional characteristics such as, holding high expectations, a passion for improving, holding people accountable and team work. Real pupil improvement Fullan states comes from the 'power' of having 'three good teachers in a row'. To achieve such change requires reculturing the teaching profession as Fullan believes that there are few schools that currently could be called true learning communities.
Educational change depends on what teachers do and think - it is as simple and complex as that. The conditions for teaching appear to have deteriorated - stress and alienation and the intensification of teacher's work, is at an all time high. Teachers look first to other teachers in such times for sources of help and their greatest rewards come from, those moments when they feel their students have learnt something, and from respect from their fellow teachers. Too often teachers work in isolation increasingly feeling frustrated and burnt-out with imposed curriculum and accountability demands. Change is needed to develop schools as Learning Communities. Collegiality provides the best starting point in the process of teacher regeneration. 'Moving' or 'learning enriched' schools are what Fullan calls 'professional learning communities'. Teaching needs to be seen as a collective rather than an individual enterprise. This is the reason why it means it is easier to teach in some schools than others. Successful schools enforce, through moral obligations, consistent standards and they are more likely to trust and value others and ask for and share expertise. This is what makes such schools more easy to teach, and learn to teach better in, than others. Teachers in such schools are less likely to uncritically conform to imposed ideas. They have developed the capacity to self reflect, to examine student performance and act on their own understandings. Effective teachers, Fullan states. account for 30% of the variance of student progress. There are three areas of importance to be effective: teaching skills; classroom climate; and professional characteristics such as, holding high expectations, a passion for improving, holding people accountable and team work. Real pupil improvement Fullan states comes from the 'power' of having 'three good teachers in a row'. To achieve such change requires reculturing the teaching profession as Fullan believes that there are few schools that currently could be called true learning communities.
Educational change depends on what teachers do and think - it is as simple and complex as that. The conditions for teaching appear to have deteriorated - stress and alienation and the intensification of teacher's work, is at an all time high. Teachers look first to other teachers in such times for sources of help and their greatest rewards come from, those moments when they feel their students have learnt something, and from respect from their fellow teachers. Too often teachers work in isolation increasingly feeling frustrated and burnt-out with imposed curriculum and accountability demands. Change is needed to develop schools as Learning Communities. Collegiality provides the best starting point in the process of teacher regeneration. 'Moving' or 'learning enriched' schools are what Fullan calls 'professional learning communities'. Teaching needs to be seen as a collective rather than an individual enterprise. This is the reason why it means it is easier to teach in some schools than others. Successful schools enforce, through moral obligations, consistent standards and they are more likely to trust and value others and ask for and share expertise. This is what makes such schools more easy to teach, and learn to teach better in, than others. Teachers in such schools are less likely to uncritically conform to imposed ideas. They have developed the capacity to self reflect, to examine student performance and act on their own understandings. Effective teachers, Fullan states. account for 30% of the variance of student progress. There are three areas of importance to be effective: teaching skills; classroom climate; and professional characteristics such as, holding high expectations, a passion for improving, holding people accountable and team work. Real pupil improvement Fullan states comes from the 'power' of having 'three good teachers in a row'. To achieve such change requires reculturing the teaching profession as Fullan believes that there are few schools that currently could be called true learning communities.
Educational change depends on what teachers do and think - it is as simple and complex as that. The conditions for teaching appear to have deteriorated - stress and alienation and the intensification of teacher's work, is at an all time high. Teachers look first to other teachers in such times for sources of help and their greatest rewards come from, those moments when they feel their students have learnt something, and from respect from their fellow teachers. Too often teachers work in isolation increasingly feeling frustrated and burnt-out with imposed curriculum and accountability demands. Change is needed to develop schools as Learning Communities. Collegiality provides the best starting point in the process of teacher regeneration. 'Moving' or 'learning enriched' schools are what Fullan calls 'professional learning communities'. Teaching needs to be seen as a collective rather than an individual enterprise. This is the reason why it means it is easier to teach in some schools than others. Successful schools enforce, through moral obligations, consistent standards and they are more likely to trust and value others and ask for and share expertise. This is what makes such schools more easy to teach, and learn to teach better in, than others. Teachers in such schools are less likely to uncritically conform to imposed ideas. They have developed the capacity to self reflect, to examine student performance and act on their own understandings. Effective teachers, Fullan states. account for 30% of the variance of student progress. There are three areas of importance to be effective: teaching skills; classroom climate; and professional characteristics such as, holding high expectations, a passion for improving, holding people accountable and team work. Real pupil improvement Fullan states comes from the 'power' of having 'three good teachers in a row'. To achieve such change requires reculturing the teaching profession as Fullan believes that there are few schools that currently could be called true learning communities.
Posted by my computer that way as I feel tension, ambiguity and a need for self-reflection, I can feel like things are actually moving forward rather than losing ground
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